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Simply put, human rights education is learning that develops the knowledge, skills, and values of human rights. Growing consensus around the world recognizes education for and about human rights as essential. It can contribute to the building of free, just, and peaceful societies. Human rights education also is increasingly recognized as an effective strategy to prevent human rights abuses. Starting in April 2000, surveys, which were developed through consultation with human rights educators across the nation, were mailed to a select sample of 120 knowledgeable persons in state education, asking them to respond to questions about the level of inclusion of human rights topics within their state policies. This initial analysis of data is based on surveys returned from all 50 states. The first survey question asked whether the respondent's state had statewide mandates, standards, guidelines, or proficiencies for human rights education. The only data reviewed here are from those states responding in the affirmative (40% of the states) If the belief is that there is a role for human rights and/or peace education within the K-12 school curriculum, then it is both useful and relevant to understand to what extent the states are already complying. Through this initial survey, findings suggest that while progress has been made, there is still a long road ahead. Issues arise as to conflicting definitions and vocabulary, enforcement, and assessment. And no mandate can assure student learning without the active involvement of the classroom teacher. That is the next and most important level of this study. (Contains 26 references. Appended are state responses.) (BT)

This paper reports on field research conducted by students in undergraduate methods courses for secondary social studies in 1996-97. Journal entries, lesson plans, oral history reactions, and interviews were used to gather data. Objectives were: to describe the role of the interviewer in an oral history setting; and to identify and clarify the multiple dimensions of reflection present in the interviewer. Students are seen as going through the complete "circle of life" as described by J. Bruchac's use of the Native American metaphor of the story circle. The key markers of the circle include: (1) child (when we listen to the stories being told); (2) adolescent (when we observe the context in which the stories are revealed); (3) adult (when we remember the stories that were told in our youth); and (4) elder (when we share the stories we have learned). These four markers become the four themes used to describe the data: stage 1--child (where the interview takes place and data is collected; stage 2--adolescent (when the information of the interview is put into various contextual frames; stage 3--adult (when the information is compared with other types of data on the same period); and stage 4--elder (when the information is written up and shared with an audience). The study uses specific interviews to explain each of the stages and shares field notes of the students. (EH)

Previous studies on characteristics of social studies students have been mostly limited to heavily populated areas. This study attempts to identify the characteristics of public school Social Studies teachers (grades 7-12) in a rural, upstate New York county. Anne Ochoa's 1981 study, "A Profile of Social Studies Teachers," was used as a model for the survey conducted with this sample. Forty-eight teachers in 12 school districts in Oksego County received the survey with 35 teachers responding. Results obtained from this study were similar to the Ochoa findings. Social studies teachers were a mirror of the community, if not the nation, at large. Although a smaller number of teachers were polled than in the Ochoa study, results of this study were comparable to the larger study. (EH)

Maintains that, with the recent elections in South Africa, interest in the study of southern Africa has increased. Compares and contrasts the images of South Africa presented in the novels of Alan Paton and Peter Abrahams. Asserts that the pictures painted by these authors are not pleasant but are necessary to understand recent events. (CFR)

Presents an interdisciplinary instructional unit focusing on the Mayan Civilization. Describes the use of interactive story telling and guided imagery to heighten student interest and involvement. Provides suggestions for using these methods to teach about other countries or civilizations. (CFR)